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coding becomes less clear cut when we are dealing with diary entries, classroom recordings or open-ended survey questions.
3. Comparing the data
Once the data have been categorized in some way, comparisons can be made to see whether themes or patterns are
repeated or developed across different data gathering techniques. At this stage we may also be able to map frequencies of occurrences,
behaviors or responses. The main aim at this stage is to describe and display the data rather than to interpret or explain them.
4. Building interpretations
This is the point where we move beyond describing, categorizing, coding and comparing to make some sense of the
meaning of the data. This stage demands a certain amount of creative thinking as it is concerned with articulating underlying concepts and
developing theories about why particular patterns of behaviors, interactions or attitudes have emerged.
5. Reporting the outcomes
The final stage involves presenting an account of research for others.
2. The Quantitative Data
The researcher analyses the quantitative data from the test the pre- test and the post-test. The result of the test can answer the problem whether the
use of visual aids can improve student’s achievement or not. It can be identification from the differentiation of the mean in pre-test and post-test.
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The mean of the pre-test and the post-test can be calculated with the formula as follows:
N x
x
å
= N
y y
å
= In which
x = Means of pre-test score y = Means of post-test score
N = number of student Finally, by analyzing the qualitative and quantitative data, the
researcher can make conclusion whether visual aids can improve the student’s vocabulary mastery or not. If almost all of the students give positive responses
to the teaching learning process and their post-test score is higher than pre-test score, the technique is successful. On the contrary, it the students give negative
responses to the teaching learning process and their post-test score is lower than pre-test score, the technique is not successful.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
This chapter deals with how the use of visual aids that has been discussed in the previous chapter is implemented. It is undertaken to find the goal of the research
namely identifying the improvement of the students’ vocabulary mastery. The results of research implementation are broken down into two sections: research finding and
discussion.
A. Research Finding
The action research was implemented to improve students’ vocabulary mastery by using visual aids. The implementation of this action research was divided
into two cycles. Cycle one consisted of three meetings and the cycle two included two meetings. Each meeting was conducted in 70 minutes. The researcher used FRUITS
and also VEGETABLES as the topics. It was held in three meetings. It was conducted on 8
th
April 2010, 9
th
April 2010 and 10
th
April 2010. The second cycle, she still used the same the topics. She conducted the second cycle on 16
th
April 2010 and 17
th
April 2010. Every cycle in this research consisted of series of steps, namely identifying the
problems, planning the action, implementing the action, observing or monitoring the action, and reflecting the result of the action.
1. Cycle 1
a. Identifying the Problems
In this step, the researcher did some observations to know the pre-condition before the implementation of the action research. In the beginning of the research, the
researcher conducted pre-observation toward the teaching-learning process and
